Online peer-tutoring: a renewed impetus for autonomous English learning
Challenges to an existing face-to-face peer-tutoring model grew into an opportunity to integrate online technologies as a support for English autonomous learning in two undergraduate teacher education programs at a Colombian public university. This qualitative study examines how a group of tutees’...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Asociación Colombiana de Profesores de Ingles
2019-07-01
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| Series: | HOW |
| Subjects: | |
| Online Access: | https://www.howjournalcolombia.org/index.php/how/article/view/503 |
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| Summary: | Challenges to an existing face-to-face peer-tutoring model grew into an opportunity to integrate online technologies as a support for English autonomous learning in two undergraduate teacher education programs at a Colombian public university. This qualitative study examines how a group of tutees’ exposure to an online-based peer-tutoring model shapes their autonomy. Informed by data from questionnaires, a focus group interview, tutees’ logs, and records of their engagement with the model’s internet resources, researchers identified a change in participants’ conceptualization of autonomous learning and an impact on their self-directed practices rooted in the immediacy, accessibility, comfort and availability of resources that the online peer-tutoring model favors.
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| ISSN: | 0120-5927 |